Curriculum for Professional Development: An Examination of Teachers’ Opportunities to Learn From Mathematics Curriculum Materials

• In Event: Teachers’ Mathematical Thinking and Learning

Abstract

This paper describes teachers’ opportunities to learn mathematics subject matter, pedagogical practices related to mathematics topics and practices, and mathematics curricular knowledge related to geometric transformations in existing middle school mathematics curriculum materials. In particular, I examine the opportunities for teacher learning by investigating the content and the voice of teachers’ guides. Results indicated that the types of supports available to teachers included more implementation than rationale guidance and that teachers were often being directed to do certain things as evidenced by the number of imperatives, rather than being included in the process.

Author

• Lorraine Marie Males, University of Nebraska - Lincoln